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Monitoring Report Ysgol Dyffryn Nantlle 2016

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Monitoring Report Ysgol Dyffryn Nantlle 2016 Report following monitoring Level of follow-up: special measures Ysgol Dyffryn Nantlle Ffordd Y Brenin Penygroes Gwynedd LL54 6RL Date of visit: October 2016 by Estyn, Her Majesty’s Inspectorate for Education and Training in Wales © Crown Copyright 2016: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the report specified. The monitoring team Delyth Lloyd Gray Reporting Inspector Gareth Kiff Team Inspector Bethan Whittall Team Inspector Sion Peters-Flyn Team Inspector Report of visit – Ysgol Dyffryn Nantlle October 2016 Outcome of visit Ysgol Dyffryn Nantlle is judged to have made sufficient progress in relation to the recommendations following the core inspection in January 2015. As a result, Her Majesty’s Chief Inspector of Education and Training in Wales is removing the school from the list of schools that require special measures. Progress since the last inspection Recommendation 1: Raise standards in key stage 4 Strong progress in addressing the recommendation Since the core inspection in 2015, the school’s performance in nearly all key indicators in key stage 4 has improved. Provisional data for 2016 represents the school’s best ever performance in most of these indicators, and shows further progress on the improvements that were seen in 2015. In the indicator that includes five grade A*-C GCSEs including English or Welsh, and mathematics, data for 2016 shows that the school’s performance has increased by nearly ten percentage points since the core inspection. This places the school in the lower half of similar schools in terms of the percentage of pupils who are eligible for free school meals, and closer to the modelled outcomes than at the time of the core inspection. Performance in the core subject indicator and the capped points score has also improved since 2014, but continues to place the school below the family average and in the lower half of similar schools in terms of eligibility for free school meals. The school’s performance in the level 2 threshold has improved by over nine percentage points since 2014. The school’s performance in the level 1 threshold has also improved, and places the school in the top quartile of similar schools based on the percentage of pupils who are eligible for free school meals for the second consecutive year. In the indicator that includes five grade A*-A GCSEs, the school’s performance has declined since the core inspection. Performance in Welsh at level 2 has improved since 2014 and places the school in the top quarter of similar schools based on eligibility for free school meals. Although performance in English at level 2 improved in 2015, the school’s performance in 2016 has declined and is very similar to the performance at the time of the core inspection. Performance in English places the school in the bottom quarter of similar schools. In mathematics at level 2, the school’s performance has improved by 13 percentage points since the core inspection in 2015. However, this continues to place the school in the bottom quarter of similar schools based on eligibility for free school meals. Performance in science at level 2 has improved since 2014 and places the school among the top quarter of similar schools. 1 Report of visit – Ysgol Dyffryn Nantlle October 2016 Since the core inspection, boys’ performance has improved in nearly all key indicators in key stage 4. Data for 2016 shows that boys’ performance has improved significantly in the indicators that include Welsh or English and mathematics. Girls’ performance has also improved in a majority of indicators, including mathematics and science. However, girls’ performance has declined in Welsh, English and the capped points score since 2014. Since 2014, the performance of pupils who are eligible for free school meals has improved in around half of the key indicators in key stage 4. However, these pupils’ performance in the level 2 threshold that includes Welsh, English and mathematics has declined. In nearly all lessons, nearly all pupils are very well-behaved and show strong motivation to learn and work. They respect their teachers, listen carefully and respond positively to tasks. Nearly all pupils work together productively in pairs or in a group. Most pupils recall previous information successfully and apply their knowledge and understanding skilfully when making progress in their learning. In most lessons, many pupils make valuable progress in thinking skills when responding creatively to tasks and when solving problems. They show maturity when working independently and take responsibility for their own learning. In these lessons, many pupils develop effective reading strategies and show their robust translanguaging skills. A majority of pupils write correctly and at length, and use subject vocabulary correctly and appropriately. Many pupils make sound progress in their Welsh communication skills. However, in general, many pupils lack confidence when speaking in English lessons, and they do not offer extended answers orally. Many pupils use number strategies effectively in a variety of contexts. A majority show appropriate and skilful calculation skills when using the four number rules independently. However, pupils only apply their information and communication skills appropriately in a few subjects. In a very few lessons, a minority of pupils do not concentrate sufficiently and do not listen carefully enough. As a result, these pupils do not make the expected progress in line with their age and ability. Recommendation 2: Improve the quality and consistency of teaching and assessment Strong progress in addressing the recommendation Since the core inspection, the robust focus on improving teaching and assessment across the school has had a positive effect on pupils’ standards throughout the school, particularly the progress that many pupils make in lessons. In a few lessons, teachers plan in great detail and ensure a clear structure and ambitious objectives. In these lessons, there is a series of coherent activities and a lively pace, which ensure progress. In addition, teachers use a wide range of teaching methods, for example probing questions that engage pupils’ interest and challenge them to achieve to the best of their ability. 2 Report of visit – Ysgol Dyffryn Nantlle October 2016 In most lessons, teachers have good subject knowledge and are robust language models. In these lessons, teachers have a productive working relationship with their pupils and they control the class effectively. They plan lessons purposefully and carefully in order to ensure that pupils make progress. They offer challenging and interesting tasks that give pupils opportunities to discuss and develop their oracy skills and thinking skills successfully. Teachers in these lessons present and explain information clearly. Many teachers circle the classroom regularly in order to lead pupils and offer appropriate challenge and support. In a very few lessons, teachers do not plan tasks coherently enough to ensure that their pupils make progress. In these lessons, teachers do not plan enough opportunities for pupils to develop their thinking, reading and communication skills. Recommendation 3: Strengthen and ensure consistency in the provision for literacy, numeracy, and information and communication technology (ICT) skills, and for more able and talented pupils Satisfactory progress in addressing the recommendation Since the core inspection, the school has taken appropriate steps to strengthen the provision for skills. In addition, provision for more able and talented pupils has improved. In literacy in Welsh, the school now has appropriate policies and beneficial arrangements that ensure suitable provision for pupils, for example resources of a high standard to use in weekly morning sessions. The school has provided useful support to departments to devise rich and extended tasks for pupils. As a result, teachers set valuable literacy tasks for pupils in key stage 3. Procedures to raise standards of English literacy are developing appropriately; for example, pupils improve their standards of language through specific exercises that arise from the ‘language rule of the week’ scheme. The school tracks pupils’ progress in literacy appropriately. However, arrangements for monitoring progress have not led to raising standards of English in key stage 4. In general, teachers ensure that pupils complete beneficial ‘language at work’ literacy tasks in their subjects. However, a few teachers do not correct pupils’ elementary language errors and spelling errors consistently enough. Since the core inspection, the school has proceeded to improve provision for numeracy appropriately. This includes introducing a suitable numeracy policy and a useful number booklet for teachers in order to ensure consistency in learning methods for elements of numeracy. The co-ordinator works positively with relevant departments to evaluate and refine their number tasks, and the number of departments that deliver appropriate number activities has increased. Beneficial weekly activities are arranged for pupils in key stage 3, such as ‘Tackling Number’ (Taclo Rhif). The school analyses the results of number tests carefully. However, leaders do not make detailed enough use of evidence of pupils’ performance in lessons and external tests to plan effectively for the most able pupils. 3 Report of visit – Ysgol Dyffryn Nantlle October 2016 Provision for information and communication technology has improved since the core inspection. Teachers in an increasing number of subjects set suitable and interesting tasks that have been levelled appropriately. Following a recent audit to discover the staff’s development needs in this area, the school has provided appropriate training for a few teachers. However, there is no coherent plan in place to expand teachers’ skills further. The school has made appropriate progress in the provision for more able and talented (MAT) pupils since the core inspection. Many teachers now have a culture of challenging MAT pupils, and there are careful arrangements to monitor these pupils’ performance.
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